adult history New Adult School on San Mateo County Western Coast - japraklupo

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Thanks to the stabilization of funding, Adult Education is coming back in places where it was cut or eliminated.  One such place is the western coastline of San Mateo County, which has not had an Adult School since 2009 when cuts first hit and decimated Adult School all across California.  

 

Click the "read more" link to learn more.

The new La Costa Adult School will serve the Western coast of San Mateo County.   It is part of ACCEL, the Regional Consortium serving San Mateo County.  Until it's opening in January of this year, coastal residents had to drive or get a ride "over the hill" to Adult Schools on the Eastern side of the County or drive in to La Puente, a non-profit community resource center in rural South San Mateo County.

Close to 30% of children in the Cabrillo School District are English Learners.  Ensuring their parents have access to ESL classes is crucial to the success of these children. 

Below is a write up about La Costa by Coordinator Shari Deghi, as well as a Half Moon Bay Review article about Adult Ed on the Coast - then and now.

Kudos to all who stood up for the value of Adult Schools and Adult Education, worked to save and stabilize them, and now work to build and rebuild these much needed pillars of education, community, civic and economic life.

La Costa Adult School

La Costa Adult School, the newest adult school in California, serves residents from Montara to Año Nuevo on the San Mateo County coast and is affiliated with the Cabrillo and La Honda/Pescadero Unified School Districts.

La Costa has two locations: Half Moon Bay and Pescadero. Half Moon Bay just started its first classes on January 11 and already over 200 students are taking English as a Second Language (ESL) classes every Monday and Wednesday evening from 6-9 pm at Cunha School. La Costa plans to start GED/HiSET preparation classes this semester and has a waitlist for interested students.

Puente de la Costa Sur has been serving its residents with ESL classes for many years and thanks to increased funding through La Costa Adult School, it is able to increase its offerings. Puente offers ESL, GED/HiSET preparation, Language Skills for Workforce Careers, and primary/secondary education in Spanish.

La Costa works closely with Cañada College and a consortium of all the adult schools and community colleges in San Mateo County to provide education for immigrants, courses for high school equivalency, career technical education programs, apprenticeships and classes for disabled adults.

Volunteers are greatly appreciated and La Costa has current openings for credentialed teachers.

For more information, contact:

La Costa at 650-712-7140

Director Raj Bechar

Coordinator Shari Deghi

District Aims to Rebuild Coastside Adult Education

Efforts underway to restore Cabrillo adult school

By Julia Reis     julia@hmbreview.com

Coastside educators are working to restore the Cabrillo Adult School thanks to renewed efforts at the state level to better carry out and fund adult education.

The recession of 2008 led to the closure of adult schools throughout the state as school districts used funds that had once been dedicated to adult education to avoid making cuts to other programs. Cabrillo Adult School, which held classes at Cunha Intermediate School and Half Moon Bay High School, was closed at the end of the 2008-09 school year.

Not long after, the Half Moon Bay branch of the College of San Mateo closed its office in response to cutbacks in the San Mateo Community College District. Since then, adult education offerings on the Coastside have largely consisted of English as a second language and computer literacy classes through Cañada College. Puente de la Costa Sur has its own slate of courses, as well.

Now, Cabrillo Unified School District is gearing up to offer beginning ESL courses that would feed into Cañada’s semester-long Half Moon Bay class. The coordination with the community college is intentional, a part of state legislation passed in 2013 in response to the spate of adult school closures.

Assembly Bill 86 required districts that still had adult programs to maintain them for two years. In doing so, it also set aside $25 million to provide two-year planning and implementation grants to regional consortia made up of community college districts and school districts. The state’s directive, as outlined in the bill, was that community college and school districts should work together to develop regional plans to better serve local adults’ educational needs and avoid the duplication of services.

In San Mateo County, the consortium is known as Adult-Education College and Career Educational Leadership.

Two years after AB 86’s passage, the state responded by earmarking $500 million in the 2015-16 budget specifically for adult education. This fiscal year, funds will be apportioned first to the school districts and county offices of education that were required to maintain their adult education programs the last two years. Beginning in fall 2016, the money will be appropriated directly to the planning bodies themselves, taking into account providers’ effectiveness and need in the region.

Future funding availability will dictate how Cabrillo Adult School grows. What’s currently known is that it will serve Half Moon Bay and Pescadero and will eventually be housed at Pilarcitos High School. The school’s principal, Raj Bechar, will serve as its director.

Before its closure, Cabrillo Adult School offered a range of classes, including ESL and citizenship as well as cooking and yoga. However, the passage of AB 86 mandates that districts spend grant funding toward improving five specific types of education programs. These include classes needed for a high school diploma or equivalency, courses for immigrants, programs for disabled adults, apprenticeship and career technical education programs with high employment potential.

The revived adult school will initially focus on offering free beginning ESL courses this fall, with a start date not yet determined since the school is still in need of classroom space and teachers. Helping Bechar lead the school’s restoration is Shari Deghi, whom Cabrillo hired over the summer as its new adult school coordinator. Deghi helped start ESL classes on the coast 25 years ago and has taught at the San Mateo Adult School for the last seven years. She recalls how her interest in teaching ESL was sparked when she first moved to the Coastside and witnessed a man getting arrested for shoplifting because of a misunderstanding caused by a language barrier.

“I said, ‘We have a huge problem in the community. Shouldn’t we be able to talk to each other?’” Deghi said. “Employers have a really hard time finding unskilled laborers because their level of English is so low. There is more employability with more people speaking English. That will help provide more jobs for local people.”

Deghi added that while the adult school’s focus will be on offering ESL classes initially, the goal is for the school to host classes that benefit adults with varying needs, including those who want to acquire skills to advance in their current job or profession.

For Bechar, who assisted with Cañada College’s ESL classes at Cunha when he taught there, restoring the Cabrillo Adult School means that lives will be improved throughout the community, and not just for those taking the classes.

“Many adults have children in the district,” Bechar said. “A child with an educated parent is that much more able to succeed in school, so it helps the entire community."

Thanks to the stabilization of funding, Adult Education is coming back in places where it was cut or eliminated.  One such place is the western coastline of San Mateo County, which has not had an Adult School since 2009 when cuts first hit and decimated Adult School all across California.  

 

Click the "read more" link to learn more.

The new La Costa Adult School will serve the Western coast of San Mateo County.   It is part of ACCEL, the Regional Consortium serving San Mateo County.  Until it's opening in January of this year, coastal residents had to drive or get a ride "over the hill" to Adult Schools on the Eastern side of the County or drive in to La Puente, a non-profit community resource center in rural South San Mateo County.

Close to 30% of children in the Cabrillo School District are English Learners.  Ensuring their parents have access to ESL classes is crucial to the success of these children. 

Below is a write up about La Costa by Coordinator Shari Deghi, as well as a Half Moon Bay Review article about Adult Ed on the Coast - then and now.

Kudos to all who stood up for the value of Adult Schools and Adult Education, worked to save and stabilize them, and now work to build and rebuild these much needed pillars of education, community, civic and economic life.

La Costa Adult School

La Costa Adult School, the newest adult school in California, serves residents from Montara to Año Nuevo on the San Mateo County coast and is affiliated with the Cabrillo and La Honda/Pescadero Unified School Districts.

La Costa has two locations: Half Moon Bay and Pescadero. Half Moon Bay just started its first classes on January 11 and already over 200 students are taking English as a Second Language (ESL) classes every Monday and Wednesday evening from 6-9 pm at Cunha School. La Costa plans to start GED/HiSET preparation classes this semester and has a waitlist for interested students.

Puente de la Costa Sur has been serving its residents with ESL classes for many years and thanks to increased funding through La Costa Adult School, it is able to increase its offerings. Puente offers ESL, GED/HiSET preparation, Language Skills for Workforce Careers, and primary/secondary education in Spanish.

La Costa works closely with Cañada College and a consortium of all the adult schools and community colleges in San Mateo County to provide education for immigrants, courses for high school equivalency, career technical education programs, apprenticeships and classes for disabled adults.

Volunteers are greatly appreciated and La Costa has current openings for credentialed teachers.

For more information, contact:

La Costa at 650-712-7140

Director Raj Bechar

Coordinator Shari Deghi

District Aims to Rebuild Coastside Adult Education

Efforts underway to restore Cabrillo adult school

By Julia Reis     julia@hmbreview.com

Coastside educators are working to restore the Cabrillo Adult School thanks to renewed efforts at the state level to better carry out and fund adult education.

The recession of 2008 led to the closure of adult schools throughout the state as school districts used funds that had once been dedicated to adult education to avoid making cuts to other programs. Cabrillo Adult School, which held classes at Cunha Intermediate School and Half Moon Bay High School, was closed at the end of the 2008-09 school year.

Not long after, the Half Moon Bay branch of the College of San Mateo closed its office in response to cutbacks in the San Mateo Community College District. Since then, adult education offerings on the Coastside have largely consisted of English as a second language and computer literacy classes through Cañada College. Puente de la Costa Sur has its own slate of courses, as well.

Now, Cabrillo Unified School District is gearing up to offer beginning ESL courses that would feed into Cañada’s semester-long Half Moon Bay class. The coordination with the community college is intentional, a part of state legislation passed in 2013 in response to the spate of adult school closures.

Assembly Bill 86 required districts that still had adult programs to maintain them for two years. In doing so, it also set aside $25 million to provide two-year planning and implementation grants to regional consortia made up of community college districts and school districts. The state’s directive, as outlined in the bill, was that community college and school districts should work together to develop regional plans to better serve local adults’ educational needs and avoid the duplication of services.

In San Mateo County, the consortium is known as Adult-Education College and Career Educational Leadership.

Two years after AB 86’s passage, the state responded by earmarking $500 million in the 2015-16 budget specifically for adult education. This fiscal year, funds will be apportioned first to the school districts and county offices of education that were required to maintain their adult education programs the last two years. Beginning in fall 2016, the money will be appropriated directly to the planning bodies themselves, taking into account providers’ effectiveness and need in the region.

Future funding availability will dictate how Cabrillo Adult School grows. What’s currently known is that it will serve Half Moon Bay and Pescadero and will eventually be housed at Pilarcitos High School. The school’s principal, Raj Bechar, will serve as its director.

Before its closure, Cabrillo Adult School offered a range of classes, including ESL and citizenship as well as cooking and yoga. However, the passage of AB 86 mandates that districts spend grant funding toward improving five specific types of education programs. These include classes needed for a high school diploma or equivalency, courses for immigrants, programs for disabled adults, apprenticeship and career technical education programs with high employment potential.

The revived adult school will initially focus on offering free beginning ESL courses this fall, with a start date not yet determined since the school is still in need of classroom space and teachers. Helping Bechar lead the school’s restoration is Shari Deghi, whom Cabrillo hired over the summer as its new adult school coordinator. Deghi helped start ESL classes on the coast 25 years ago and has taught at the San Mateo Adult School for the last seven years. She recalls how her interest in teaching ESL was sparked when she first moved to the Coastside and witnessed a man getting arrested for shoplifting because of a misunderstanding caused by a language barrier.

“I said, ‘We have a huge problem in the community. Shouldn’t we be able to talk to each other?’” Deghi said. “Employers have a really hard time finding unskilled laborers because their level of English is so low. There is more employability with more people speaking English. That will help provide more jobs for local people.”

Deghi added that while the adult school’s focus will be on offering ESL classes initially, the goal is for the school to host classes that benefit adults with varying needs, including those who want to acquire skills to advance in their current job or profession.

For Bechar, who assisted with Cañada College’s ESL classes at Cunha when he taught there, restoring the Cabrillo Adult School means that lives will be improved throughout the community, and not just for those taking the classes.

“Many adults have children in the district,” Bechar said. “A child with an educated parent is that much more able to succeed in school, so it helps the entire community."

adult history Edsource: "Website Tracks State's Progress In Providing Adult Education" - japraklupo

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From Edsource:

Adult Education

Website tracks state's progress in providing adult education

By Susan Frey | January 12, 2016 | 1 Comment

Liv Ames for EdSource

Marco Estrella, right, and Yu Liu practice English in an ESL class at San Mateo Adult School.

California’s experiment in rethinking adult education can now be monitored through a website created by the Legislative Analyst’s Office.

 

Click the "read more" link to learn more.

The LAO recently released the Adult Education Consortium Tracker, which provides demographic, funding and student enrollment data for 71 consortia made up of school districts, community colleges and other community agencies that serve adults. The website also gives background information and shows how each consortium’s demographics compare to the state.

The site includes an interactive map locating the 71 consortia, lists of training programs, their budgets and career technical information that used to be scattered across many sites, said Debra Jones, dean of the Workforce and Economic Development division of the California Community Colleges Chancellor’s Office.

       

The consortia are funded through a $500 million block grant, approved by lawmakers for the 2015-16 budget.

“This was one of the largest education programs approved last year,” said Natasha Collins, an LAO analyst who created the site with fellow analyst Judy Heiman. The LAO wanted “to provide greater and ongoing transparency to policy makers, providers and the public about where and how the state is distributing block grant funding,” she said.

Adult schools provide free or low-cost classes to Californians who are too old for K-12 schools but not academically prepared for community college or who don’t qualify for skilled jobs. They serve immigrants, unemployed people, disabled adults, high school dropouts and ex-offenders re-entering society.

For many years, districts received state funds earmarked for adult education. Many programs, particularly in urban areas, thrived. But during the recession, school districts were allowed to use adult education funding for any educational purpose and many eliminated or reduced funding to adult schools.

Gov. Jerry Brown and the Legislature in the 2013-14 budget required districts with adult programs to maintain them for two years. They also asked community colleges and districts to work with community groups to form consortia to reduce redundancy and determine which programs were most needed in their communities. Out of this process, the 71 consortia were formed.

Lawmakers gave priority for funding to those districts that had maintained their programs during the recession. The tracker shows that 68 percent of the $500 million has been allocated to consortia that include those districts.

More information will be added to the tracker as it becomes available, Collins said. The Chancellor’s Office and the California Department of Education are developing ways to measure the success of the programs, such as how many students improved in English, earned a high school diploma, completed a course or transitioned to another workforce program, she said. They plan to align their measurements with those required by workforce programs funded by the federal government.

Collins said she expects to update enrollment and funding information this summer. Current data were collected during the planning period. Now that the consortia have received funding, they are required to provide the information so it should be more complete, she said.

A Chancellor’s Office site, Adult Education Block Grant, is aimed at providers of adult education and those who want to look deeper. It includes every consortium’s plan, best practices and reports on California adult education.

 

From Edsource:

Adult Education

Website tracks state's progress in providing adult education

By Susan Frey | January 12, 2016 | 1 Comment

Liv Ames for EdSource

Marco Estrella, right, and Yu Liu practice English in an ESL class at San Mateo Adult School.

California’s experiment in rethinking adult education can now be monitored through a website created by the Legislative Analyst’s Office.

 

Click the "read more" link to learn more.

The LAO recently released the Adult Education Consortium Tracker, which provides demographic, funding and student enrollment data for 71 consortia made up of school districts, community colleges and other community agencies that serve adults. The website also gives background information and shows how each consortium’s demographics compare to the state.

The site includes an interactive map locating the 71 consortia, lists of training programs, their budgets and career technical information that used to be scattered across many sites, said Debra Jones, dean of the Workforce and Economic Development division of the California Community Colleges Chancellor’s Office.

       

The consortia are funded through a $500 million block grant, approved by lawmakers for the 2015-16 budget.

“This was one of the largest education programs approved last year,” said Natasha Collins, an LAO analyst who created the site with fellow analyst Judy Heiman. The LAO wanted “to provide greater and ongoing transparency to policy makers, providers and the public about where and how the state is distributing block grant funding,” she said.

Adult schools provide free or low-cost classes to Californians who are too old for K-12 schools but not academically prepared for community college or who don’t qualify for skilled jobs. They serve immigrants, unemployed people, disabled adults, high school dropouts and ex-offenders re-entering society.

For many years, districts received state funds earmarked for adult education. Many programs, particularly in urban areas, thrived. But during the recession, school districts were allowed to use adult education funding for any educational purpose and many eliminated or reduced funding to adult schools.

Gov. Jerry Brown and the Legislature in the 2013-14 budget required districts with adult programs to maintain them for two years. They also asked community colleges and districts to work with community groups to form consortia to reduce redundancy and determine which programs were most needed in their communities. Out of this process, the 71 consortia were formed.

Lawmakers gave priority for funding to those districts that had maintained their programs during the recession. The tracker shows that 68 percent of the $500 million has been allocated to consortia that include those districts.

More information will be added to the tracker as it becomes available, Collins said. The Chancellor’s Office and the California Department of Education are developing ways to measure the success of the programs, such as how many students improved in English, earned a high school diploma, completed a course or transitioned to another workforce program, she said. They plan to align their measurements with those required by workforce programs funded by the federal government.

Collins said she expects to update enrollment and funding information this summer. Current data were collected during the planning period. Now that the consortia have received funding, they are required to provide the information so it should be more complete, she said.

A Chancellor’s Office site, Adult Education Block Grant, is aimed at providers of adult education and those who want to look deeper. It includes every consortium’s plan, best practices and reports on California adult education.

 

adult history Kids Versus Parents - Who Wins and Why? - japraklupo

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Too frequently, Adult Schools have been pitted against K-12 schools, as if the populations they serve are utterly separate entities, with utterly separate needs and agendas. 

This competition is framed as war for the same precious and/or dwindling resources. 

Because we are a culture that claims to value the family, the kids generally "win."

In fact, Adult Schools and K-12 schools serve the same families.  Educating children and parents empowers families faster than educating only parents or only children.

Which brings up the questions: 

Hit the link to see them.

*  Why is it framed as a competition? 

*  Who wins when it's framed that way?

*  Is California, one of the top ten economies in the world, really so short of money that it can't educate both parents and children?

*  What sort of value underlies the perception of children as separate from their parents and other family members? 

* Who wins when they are seen that way?

All good questions to ponder as you read this article about the battle for a campus in Los Angeles.

School Daze: LAUSD Adult School Pushes Back at Encroaching Charter School

By Erin Aubry Kaplan |

November 19, 2015

Share

The long-running battle between charter schools and traditional public schools has heated up nearly to a boiling point, with business magnate Eli Broad recently unveiling a campaign to charter-ize public ed in L.A. once and for all. The drama is happening mostly at the top between the Broad camp and public school advocates--notably the teacher's union, which has stepped up protests and criticism of Broad and his so-called reforms. But beneath the drama is the story of one campus's attempt to resist the takeover of a charter school, a story that illustrates the political complexity of the battle--the limitations of both sides, and how what almost always gets sacrificed in the struggle is what's best for students.

The campus is Emerson Adult Learning Center, a dedicated adult-school campus that sits at a dead end of a leafy block off of Manchester Boulevard in Westchester. Because it's an adult-school campus and not elementary or secondary, it tends to get overlooked--adults just aren't as compelling as kids as characters in the ongoing education wars. In fact, adult schools are de facto stepchildren of Los Angeles Unified; the campuses have been decimated by cutbacks in recent years, with Emerson's teaching staff shrunk down to 15 from a peak of 150. The school has practically no office staff. Yet in this still-unforgiving economy, the services offered by Emerson, which include classes in GED and pharmacy training, is perhaps greater than ever. Emerson is at capacity and California has an adult-ed wait list of 14,000, with the bulk of that number waiting in L.A. Unified.

Patrick Meyer is a teacher and reading lab director who's spent his entire 28-year career here. Like so many other students and staff, he calls Emerson a special place where a highly motivated, tight-knit community of learners and teachers function as a family. (I wrote about Emerson a while back when I profiled the unique, enduring friendship between Patrick and a career student, Phil Sparks). The majority of students here are black and Latino and many hail from other, less affluent parts of town: Inglewood, Long Beach, South Central. That's in stark contrast to the population of Westchester itself, which like many beachside communities is chiefly white and increasingly gentrified. More on that in a bit.

Emerson student Phil Sparks and teacher Patrick Meyer. Photo by Erin Aubry Kaplan.

The trouble started a couple of months back, when Patrick noticed a crew of facilities workers from L.A. Unified walking around Emerson, sizing up the place. When he asked what they were doing, he got no answers. He asked his principal and got the same. Eventually he circulated a petition amongst Emerson students demanding information from the district about what was afoot. School board member Steve Zimmer, who represents Westchester, admitted there was a crush of school space on the westside, but told Patrick not to worry about the adult classes. Unconvinced, Patrick persisted in trying to get more specific information, though with little luck. "There was secrecy on all sides," he says.

Then, district superintendent Ramon Cortines showed up suddenly at school, though not to reassure Patrick and the Emerson community. Quite the opposite. Cortines didn't talk to any students, and in response to questions from Patrick only said there was "a shortage of classroom space 'in the area.'" Patrick kept pressing with questions, insisting that students at such a critically important adult campus that's been around 35 years deserve to know its fate.

Finally he got an answer: Emerson was going to be displaced by a charter school operation known as WISH or Westside Innovative School House. WISH had been operating at Orville Wright Middle School and Cowan Elementary, two of several Westchester campuses that depopulated in the years after massive white flight that started in the '70s. Yet the proposed move by WISH to Emerson is not simply a case of a charter looking to displace a regular public school: the school district is driving a game of musical chairs that starts not in Westchester, but nearby Playa Vista. Patrick learned that the district is telling parents at the new public elementary school campus in Playa Vista is oversubscribed, and that additional students have to be put up at Orville Wright. The WISH middle-school charter students currently at Wright are being offered Emerson. The plan thus far is that the Emerson school student body of 400 will be split between Wright and Westchester High School, located further west down Manchester.
Patrick and others at Emerson say such a split will destroy the cohesion of the school. They have other concerns, including the fact that Wright is not as conveniently situated as Emerson--a short walk from a bus stop on Manchester--and the appropriateness of adult students sharing a campus with middle-school age kids at all.
Patrick says it's all part of a blatant disregard and disrespect for the future of Emerson and the largely minority clientele that it serves. Board member Zimmer, who is famously anti-charter, says he supports adult ed but has not officially opposed the plan. Nor has the teacher's union, UTLA, which disappoints Patrick more. A UTLA rep himself, Patrick has participated in union protests against charters and the privatization of public ed. "In a perfect world, this situation at Emerson would be a great opportunity to stand against charter expansion, especially after Broad announcement," he sighs. "But so far we're kind of on our own."

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Of course, he's gotten kind of used to that. As the district gutted adult ed over the years, Emerson lost core classes such as parent education as well as popular craft classes like knitting, art, literature and quilting. But the place still regularly works miracles, or maybe it just does its job. Emerson alumni go on to higher education or otherwise change their lives dramatically; essentially they get over the infamous hump that keeps so many under-educated people mired in poverty or in a vicious cycle of low-wage work. Several students testified about this in spirited detail at a rally held earlier this month at Emerson that was meant to send a message to the district and charter advocates alike that they will not leave quietly. "Adults matter, too," said Antonio Ramirez, 37, an Emerson student and former Crenshaw High dropout who's completing his GED and plans to go on to college. "This place is so key, closing it would be messed up. I want to teach my son that what I've done is important. I'm living proof that you can change your life."
The standoff highlights an uncomfortable but unspoken dynamic: white middle-class residents are seeking to populate the public school campuses again, but not necessarily with blacks and Latinos who have become the education demographic. Emerson Learning Center is certainly large enough to accommodate a charter operation--that is, it could share its campus--but that scenario doesn't seem to be on the table. Patrick says he thinks it's less about charter vs. public than it is about the district trying to facilitate the local repopulating that Westchester wouldn't mind having. The good news is that Patrick and others have been showing up to community meetings in Playa Vista and to district board meetings downtown, making their views known. The pitch seems to be getting a bit of traction, especially among Zimmer's fellow board members.
The bad news? The whole Save Our School campaign is costing Patrick, a lifelong surfer, some serious down time. But he says it's been worth it. "I haven't surfed in eight days," he says. "This fight is that important."

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About the Author

Journalist and op-ed columnist Erin Aubry Kaplan's first-person accounts of politics and identity in Los Angeles, with an eye towards the city's African American community, appear every Thursday on KCET's Departures blog. MORE

Too frequently, Adult Schools have been pitted against K-12 schools, as if the populations they serve are utterly separate entities, with utterly separate needs and agendas. 

This competition is framed as war for the same precious and/or dwindling resources. 

Because we are a culture that claims to value the family, the kids generally "win."

In fact, Adult Schools and K-12 schools serve the same families.  Educating children and parents empowers families faster than educating only parents or only children.

Which brings up the questions: 

Hit the link to see them.

*  Why is it framed as a competition? 

*  Who wins when it's framed that way?

*  Is California, one of the top ten economies in the world, really so short of money that it can't educate both parents and children?

*  What sort of value underlies the perception of children as separate from their parents and other family members? 

* Who wins when they are seen that way?

All good questions to ponder as you read this article about the battle for a campus in Los Angeles.

School Daze: LAUSD Adult School Pushes Back at Encroaching Charter School

By Erin Aubry Kaplan |

November 19, 2015

Share

The long-running battle between charter schools and traditional public schools has heated up nearly to a boiling point, with business magnate Eli Broad recently unveiling a campaign to charter-ize public ed in L.A. once and for all. The drama is happening mostly at the top between the Broad camp and public school advocates--notably the teacher's union, which has stepped up protests and criticism of Broad and his so-called reforms. But beneath the drama is the story of one campus's attempt to resist the takeover of a charter school, a story that illustrates the political complexity of the battle--the limitations of both sides, and how what almost always gets sacrificed in the struggle is what's best for students.

The campus is Emerson Adult Learning Center, a dedicated adult-school campus that sits at a dead end of a leafy block off of Manchester Boulevard in Westchester. Because it's an adult-school campus and not elementary or secondary, it tends to get overlooked--adults just aren't as compelling as kids as characters in the ongoing education wars. In fact, adult schools are de facto stepchildren of Los Angeles Unified; the campuses have been decimated by cutbacks in recent years, with Emerson's teaching staff shrunk down to 15 from a peak of 150. The school has practically no office staff. Yet in this still-unforgiving economy, the services offered by Emerson, which include classes in GED and pharmacy training, is perhaps greater than ever. Emerson is at capacity and California has an adult-ed wait list of 14,000, with the bulk of that number waiting in L.A. Unified.

Patrick Meyer is a teacher and reading lab director who's spent his entire 28-year career here. Like so many other students and staff, he calls Emerson a special place where a highly motivated, tight-knit community of learners and teachers function as a family. (I wrote about Emerson a while back when I profiled the unique, enduring friendship between Patrick and a career student, Phil Sparks). The majority of students here are black and Latino and many hail from other, less affluent parts of town: Inglewood, Long Beach, South Central. That's in stark contrast to the population of Westchester itself, which like many beachside communities is chiefly white and increasingly gentrified. More on that in a bit.

Emerson student Phil Sparks and teacher Patrick Meyer. Photo by Erin Aubry Kaplan.

The trouble started a couple of months back, when Patrick noticed a crew of facilities workers from L.A. Unified walking around Emerson, sizing up the place. When he asked what they were doing, he got no answers. He asked his principal and got the same. Eventually he circulated a petition amongst Emerson students demanding information from the district about what was afoot. School board member Steve Zimmer, who represents Westchester, admitted there was a crush of school space on the westside, but told Patrick not to worry about the adult classes. Unconvinced, Patrick persisted in trying to get more specific information, though with little luck. "There was secrecy on all sides," he says.

Then, district superintendent Ramon Cortines showed up suddenly at school, though not to reassure Patrick and the Emerson community. Quite the opposite. Cortines didn't talk to any students, and in response to questions from Patrick only said there was "a shortage of classroom space 'in the area.'" Patrick kept pressing with questions, insisting that students at such a critically important adult campus that's been around 35 years deserve to know its fate.

Finally he got an answer: Emerson was going to be displaced by a charter school operation known as WISH or Westside Innovative School House. WISH had been operating at Orville Wright Middle School and Cowan Elementary, two of several Westchester campuses that depopulated in the years after massive white flight that started in the '70s. Yet the proposed move by WISH to Emerson is not simply a case of a charter looking to displace a regular public school: the school district is driving a game of musical chairs that starts not in Westchester, but nearby Playa Vista. Patrick learned that the district is telling parents at the new public elementary school campus in Playa Vista is oversubscribed, and that additional students have to be put up at Orville Wright. The WISH middle-school charter students currently at Wright are being offered Emerson. The plan thus far is that the Emerson school student body of 400 will be split between Wright and Westchester High School, located further west down Manchester.
Patrick and others at Emerson say such a split will destroy the cohesion of the school. They have other concerns, including the fact that Wright is not as conveniently situated as Emerson--a short walk from a bus stop on Manchester--and the appropriateness of adult students sharing a campus with middle-school age kids at all.
Patrick says it's all part of a blatant disregard and disrespect for the future of Emerson and the largely minority clientele that it serves. Board member Zimmer, who is famously anti-charter, says he supports adult ed but has not officially opposed the plan. Nor has the teacher's union, UTLA, which disappoints Patrick more. A UTLA rep himself, Patrick has participated in union protests against charters and the privatization of public ed. "In a perfect world, this situation at Emerson would be a great opportunity to stand against charter expansion, especially after Broad announcement," he sighs. "But so far we're kind of on our own."

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Of course, he's gotten kind of used to that. As the district gutted adult ed over the years, Emerson lost core classes such as parent education as well as popular craft classes like knitting, art, literature and quilting. But the place still regularly works miracles, or maybe it just does its job. Emerson alumni go on to higher education or otherwise change their lives dramatically; essentially they get over the infamous hump that keeps so many under-educated people mired in poverty or in a vicious cycle of low-wage work. Several students testified about this in spirited detail at a rally held earlier this month at Emerson that was meant to send a message to the district and charter advocates alike that they will not leave quietly. "Adults matter, too," said Antonio Ramirez, 37, an Emerson student and former Crenshaw High dropout who's completing his GED and plans to go on to college. "This place is so key, closing it would be messed up. I want to teach my son that what I've done is important. I'm living proof that you can change your life."
The standoff highlights an uncomfortable but unspoken dynamic: white middle-class residents are seeking to populate the public school campuses again, but not necessarily with blacks and Latinos who have become the education demographic. Emerson Learning Center is certainly large enough to accommodate a charter operation--that is, it could share its campus--but that scenario doesn't seem to be on the table. Patrick says he thinks it's less about charter vs. public than it is about the district trying to facilitate the local repopulating that Westchester wouldn't mind having. The good news is that Patrick and others have been showing up to community meetings in Playa Vista and to district board meetings downtown, making their views known. The pitch seems to be getting a bit of traction, especially among Zimmer's fellow board members.
The bad news? The whole Save Our School campaign is costing Patrick, a lifelong surfer, some serious down time. But he says it's been worth it. "I haven't surfed in eight days," he says. "This fight is that important."

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About the Author

Journalist and op-ed columnist Erin Aubry Kaplan's first-person accounts of politics and identity in Los Angeles, with an eye towards the city's African American community, appear every Thursday on KCET's Departures blog. MORE

adult history Older Adults Adult Education in the News and in the Budget - japraklupo

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In the final part of the budget process, funding for Older Adults Adult Education ( -- to at least some degree), was added into trailer bill AB104.  The new budget was signed by Governor Brown and it goes into effect tomorrow July 1, 2015. 

 The new trailer bill language in AB104 can be found here.

Here are three articles and an announcement from Assembly Member Roger Hernandez' website:

1.  Assembly Member Hernandez Rallies Support for Older Adult Education - Assembly Member Roger Hernandez' website

Today, Assemblymember Roger Hernández (D-West Covina) held a press conference to discuss the importance of keeping older adult education programs a priority in the state budget. Hundreds of supporters came to voice the need to maintain programs which are vital to the success of California’s diverse and multigenerational population available to our senior community throughout the state.  
According to the California Department of Aging, almost one in five Californians will be over age 65 by 2030. With a large generation of baby boomers beginning to retire, older adult programs are instrumental to help keep seniors active and healthy in our communities while also providing societal savings in medical costs.

“The benefits of older adult education classes for seniors are invaluable. These classes provide an opportunity for seniors to improve their mental and physical health.  It provides them a space to be engaged, to participate in their communities, and remain independent,” stated Assemblymember Hernández. “The voice and needs of our seniors should not be lost as California puts its budget priorities forward.”  Read the article in full here.

Assembly Member Roger Hernandez' press conference
about Older Adults Adult Education

2. Older Adults Programs Get Last Minute Funding in State Budget  June 10, 2015, San Gabriel Valley Tribune

"A group of determined seniors were celebrating Wednesday after a state budget committee changed wording that will allow adult schools to keep their older adult programs.
The Legislative Budget Conference Committee decided late Tuesday to include older adult programs on the list of programs eligible for state funding. The programs, including Baldwin Park’s Older Adult Program, had been on the chopping block after they were excluded from Gov. Jerry Brown’s proposed budget.

“The action taken by the budget conference committee to restore older adult education funding is a victory for seniors in Baldwin Park, seniors in the San Gabriel Valley and seniors across California,” Assemblyman Roger Hernandez, D-West Covina, said in a statement. “I am extremely proud of the community coming together and making older adult programs a top priority. Without seniors in my district who brought this to my attention directly, this would not have happened. They deserve the full credit.”  Read the article in full here.

3.   LAUSD To Lay Off Teachers in Older Adult Program.  City To Pick Up Slack.  June 17, 2015, LA Times

"In an effort to save $2 million, Los Angeles Unified officials plan to lay off all 18 teachers who instruct wellness classes for older adults.

This year, the program taught 12,392 seniors how to stay physically active and mentally alert with courses such as yoga and memory training."

4.  Last Minute Moves Support Student Discipline, Adult Ed - Cabinet Report, June 24, 2015.

"The list of courses that Adult Education programs may offer is laid out in the final trailer bill language and they include classes for older adults, as has always been the case.
In a major restructuring of how the programs are overseen and funded, Gov. Jerry Brown proposed removing some of the less “academic” type courses often available through Adult Education, including classes for the elderly and some non-credit classes. It appears as though advocates for those groups won out.

For some 150 years, adult education in California has served as a core service to integrating new immigrants into U.S. society as well as a reentry point for high school dropouts and older students who wanted a chance at higher education.

The national recession devastated adult programs, as the state was forced to move money traditionally earmarked for those services to general educational uses. According to the California Community College Chancellor’s Office, which shares jurisdiction over adult education with K-12 schools, overall participation fell by more than 800,000 students between 2008 and 2013.
The budget offers $500 million for adult education that would be distributed based on regional needs by the Community College Chancellor, the state superintendent and the California State Board of Education."

In the final part of the budget process, funding for Older Adults Adult Education ( -- to at least some degree), was added into trailer bill AB104.  The new budget was signed by Governor Brown and it goes into effect tomorrow July 1, 2015. 

 The new trailer bill language in AB104 can be found here.

Here are three articles and an announcement from Assembly Member Roger Hernandez' website:

1.  Assembly Member Hernandez Rallies Support for Older Adult Education - Assembly Member Roger Hernandez' website

Today, Assemblymember Roger Hernández (D-West Covina) held a press conference to discuss the importance of keeping older adult education programs a priority in the state budget. Hundreds of supporters came to voice the need to maintain programs which are vital to the success of California’s diverse and multigenerational population available to our senior community throughout the state.  
According to the California Department of Aging, almost one in five Californians will be over age 65 by 2030. With a large generation of baby boomers beginning to retire, older adult programs are instrumental to help keep seniors active and healthy in our communities while also providing societal savings in medical costs.

“The benefits of older adult education classes for seniors are invaluable. These classes provide an opportunity for seniors to improve their mental and physical health.  It provides them a space to be engaged, to participate in their communities, and remain independent,” stated Assemblymember Hernández. “The voice and needs of our seniors should not be lost as California puts its budget priorities forward.”  Read the article in full here.

Assembly Member Roger Hernandez' press conference
about Older Adults Adult Education

2. Older Adults Programs Get Last Minute Funding in State Budget  June 10, 2015, San Gabriel Valley Tribune

"A group of determined seniors were celebrating Wednesday after a state budget committee changed wording that will allow adult schools to keep their older adult programs.
The Legislative Budget Conference Committee decided late Tuesday to include older adult programs on the list of programs eligible for state funding. The programs, including Baldwin Park’s Older Adult Program, had been on the chopping block after they were excluded from Gov. Jerry Brown’s proposed budget.

“The action taken by the budget conference committee to restore older adult education funding is a victory for seniors in Baldwin Park, seniors in the San Gabriel Valley and seniors across California,” Assemblyman Roger Hernandez, D-West Covina, said in a statement. “I am extremely proud of the community coming together and making older adult programs a top priority. Without seniors in my district who brought this to my attention directly, this would not have happened. They deserve the full credit.”  Read the article in full here.

3.   LAUSD To Lay Off Teachers in Older Adult Program.  City To Pick Up Slack.  June 17, 2015, LA Times

"In an effort to save $2 million, Los Angeles Unified officials plan to lay off all 18 teachers who instruct wellness classes for older adults.

This year, the program taught 12,392 seniors how to stay physically active and mentally alert with courses such as yoga and memory training."

4.  Last Minute Moves Support Student Discipline, Adult Ed - Cabinet Report, June 24, 2015.

"The list of courses that Adult Education programs may offer is laid out in the final trailer bill language and they include classes for older adults, as has always been the case.
In a major restructuring of how the programs are overseen and funded, Gov. Jerry Brown proposed removing some of the less “academic” type courses often available through Adult Education, including classes for the elderly and some non-credit classes. It appears as though advocates for those groups won out.

For some 150 years, adult education in California has served as a core service to integrating new immigrants into U.S. society as well as a reentry point for high school dropouts and older students who wanted a chance at higher education.

The national recession devastated adult programs, as the state was forced to move money traditionally earmarked for those services to general educational uses. According to the California Community College Chancellor’s Office, which shares jurisdiction over adult education with K-12 schools, overall participation fell by more than 800,000 students between 2008 and 2013.
The budget offers $500 million for adult education that would be distributed based on regional needs by the Community College Chancellor, the state superintendent and the California State Board of Education."

adult history Task Force Breaks New Ground on Immigrant Integration - japraklupo

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From The Hill's Congress Blog:

Task Force Breaks new Ground on Immigrant Integration  April 17, 2015

This week, the White House Task Force on New Americans released a first-of-its-kind report on integrating immigrants into American society. It breaks important new ground and furthers our national discussion on the issue. Its recommendations represent a step forward that must be built upon.

Crucially, the report recognizes that ensuring that immigrants are able to fully participate in the workforce is sound policy—not just for individual immigrants, but for their American-born neighbors, employers, and the communities in which they live.

Without immigrants, the U.S. workforce will not be sufficient to replace the workers expected to retire between 2010 and 2030. And as our economy has changed, so has the process of incorporating newcomers. Unlike in decades past, a hands-off approach that assumes immigrants will spend their working lives in jobs with little need for workforce training or English skills or is no longer true.Today’s economy demands higher-order English and numeracy skills—even for workers at entry levels. Farther up the ladder, U.S. employers have an unmet need for qualified workers, particularly for middle-skill jobs, which require more than a high school education but not a bachelor’s degree. Approximately 55 percent of today’s job openings are middle-skill, compared to just 44 percent of workers.

Hit the "read more" link to learn more.


Because of these changes in the labor market, a new approach to absorbing newcomers is needed. The Task Force report marks a milestone in this new approach. The report’s focus on linguistic, civic, and economic integration recognizes that becoming American is a process—not just a destination.
And it is no small task. The U.S. today is home to 41 million immigrants. And while much of the public and congressional debate on immigration has focused on the 11 million individuals who are currently undocumented, the Task Force looked broadly at the full spectrum of newcomers. Drawing on the expertise of 20 federal agencies, and policy recommendations from 350 organizations and more than 1,000 members of the public, the Task Force identified more than a dozen areas for federal action.

They included:
·         Expanding employer partnerships through work-based learning approaches, such as Registered Apprenticeships, that can help qualified immigrants improve their career prospects.
·         Supporting states, localities, and workforce partners to develop and expand high-functioning career pathways and credentialing systems and programs.

·         Working with employers and other partners to improve access to English for Speakers of Other Languages (ESOL) classes. As the report notes, demand is strong for this skill-building opportunity, and waiting lists are the norm in many communities.

·         Issuing guidance to federal workforce training providers, known as American Job Centers, to clarify immigrant eligibility for training programs and other services.
Perhaps most critically, the Task Force outlined how the federal government will tackle immigrant integration in the context of Workforce Innovation and Opportunity Act (WIOA) implementation. Passed with overwhelming bipartisan majorities in Congress last year, WIOA provides federal support for adult basic education, high school equivalency, and English language classes, as well as workforce services.

But WIOA-funded services meet only a fraction of the need. Fully supporting the economic potential of immigrants will require thoughtful and coordinated action by leaders in the workforce development, adult education, and immigrant integration fields as well as employers. This collaboration should occur in the realm of federal and state policy, in the world of philanthropy, in advocacy, and in the delivery of direct services. The current WIOA implementation process and Task Force on New Americans report provide an ideal opportunity for leaders in all of these areas to ensure they are collaborating and making coordinated, effective investments.

Taking these steps will help ensure that our nation can foster the economic inclusion of all of its people, including native-born Americans as well as immigrants.

Dann-Messier, Ed.D, is a former assistant secretary of the U.S. Department of Education. Salgado is president and CEO of the Instituto del Progreso Latino in Chicago.

From The Hill's Congress Blog:

Task Force Breaks new Ground on Immigrant Integration  April 17, 2015

This week, the White House Task Force on New Americans released a first-of-its-kind report on integrating immigrants into American society. It breaks important new ground and furthers our national discussion on the issue. Its recommendations represent a step forward that must be built upon.

Crucially, the report recognizes that ensuring that immigrants are able to fully participate in the workforce is sound policy—not just for individual immigrants, but for their American-born neighbors, employers, and the communities in which they live.

Without immigrants, the U.S. workforce will not be sufficient to replace the workers expected to retire between 2010 and 2030. And as our economy has changed, so has the process of incorporating newcomers. Unlike in decades past, a hands-off approach that assumes immigrants will spend their working lives in jobs with little need for workforce training or English skills or is no longer true.Today’s economy demands higher-order English and numeracy skills—even for workers at entry levels. Farther up the ladder, U.S. employers have an unmet need for qualified workers, particularly for middle-skill jobs, which require more than a high school education but not a bachelor’s degree. Approximately 55 percent of today’s job openings are middle-skill, compared to just 44 percent of workers.

Hit the "read more" link to learn more.


Because of these changes in the labor market, a new approach to absorbing newcomers is needed. The Task Force report marks a milestone in this new approach. The report’s focus on linguistic, civic, and economic integration recognizes that becoming American is a process—not just a destination.
And it is no small task. The U.S. today is home to 41 million immigrants. And while much of the public and congressional debate on immigration has focused on the 11 million individuals who are currently undocumented, the Task Force looked broadly at the full spectrum of newcomers. Drawing on the expertise of 20 federal agencies, and policy recommendations from 350 organizations and more than 1,000 members of the public, the Task Force identified more than a dozen areas for federal action.

They included:
·         Expanding employer partnerships through work-based learning approaches, such as Registered Apprenticeships, that can help qualified immigrants improve their career prospects.
·         Supporting states, localities, and workforce partners to develop and expand high-functioning career pathways and credentialing systems and programs.

·         Working with employers and other partners to improve access to English for Speakers of Other Languages (ESOL) classes. As the report notes, demand is strong for this skill-building opportunity, and waiting lists are the norm in many communities.

·         Issuing guidance to federal workforce training providers, known as American Job Centers, to clarify immigrant eligibility for training programs and other services.
Perhaps most critically, the Task Force outlined how the federal government will tackle immigrant integration in the context of Workforce Innovation and Opportunity Act (WIOA) implementation. Passed with overwhelming bipartisan majorities in Congress last year, WIOA provides federal support for adult basic education, high school equivalency, and English language classes, as well as workforce services.

But WIOA-funded services meet only a fraction of the need. Fully supporting the economic potential of immigrants will require thoughtful and coordinated action by leaders in the workforce development, adult education, and immigrant integration fields as well as employers. This collaboration should occur in the realm of federal and state policy, in the world of philanthropy, in advocacy, and in the delivery of direct services. The current WIOA implementation process and Task Force on New Americans report provide an ideal opportunity for leaders in all of these areas to ensure they are collaborating and making coordinated, effective investments.

Taking these steps will help ensure that our nation can foster the economic inclusion of all of its people, including native-born Americans as well as immigrants.

Dann-Messier, Ed.D, is a former assistant secretary of the U.S. Department of Education. Salgado is president and CEO of the Instituto del Progreso Latino in Chicago.

adult history First Step in the Dance: Brown's Budget Proposal - japraklupo

Press - Hallo sahabat fashion, Pada Artikel yang anda baca kali ini dengan judul Press, kami telah mempersiapkan artikel ini dengan baik untuk anda baca dan ambil informasi didalamnya. mudah-mudahan isi postingan Artikel Budget, Artikel CCAE, Artikel Gov Brown, Artikel Legislature, Artikel Press, yang kami tulis ini dapat anda pahami. baiklah, selamat membaca.

Judul : adult history First Step in the Dance: Brown's Budget Proposal - japraklupo
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"May I have this dance?"

This Friday, January 9th, Governor Brown is expected to present his proposal for the 2015-16 budget.

The MOE - the Maintenance of Effort - Clause, which has been holding the K12 Adult School system up since flex broke it, ends June 30, 2015. 

Removing the MOE is like taking a cast off a broken leg.  What's underneath?  Something healed and solid, able to support the K12 Adult Education system?  Or an underfunded, broken system that will not be able to hold up its part of the new Regional Consortia delivery system?

Hit the "read more" link to learn more.

Brown's Budget proposal will be step one in finding out.

Step one because his proposal is just that - a proposal. 

Then begins the dance, a long and complex and public dance between the Governor and the Legislature, and us, the people... the people whose money is being spent... the people who elected the Governor and the Legislature to spend it wisely on ourselves.

Only at the end of the dance, scheduled for June 30th, 2015, will we know the actual status of K12 Adult Schools and Adult Education.

To take part in the dance, to do our part, we need information:

*  information about the dance - how the budget process works

* information about the purpose of the dance - using the people's money to care for the people

* information about the price of the dance - in both short and long terms.

Here is some information to help us do that:

 

Edsource article:  Brown: 65.7 Billion for Schools Next Year

“After years of underfunding and even borrowing from our local schools, the state now has significantly increased its financial support for education,” Brown said.

Brown did not offer specifics on next year’s education funding proposal, but those details will be revealed Friday when the governor is expected to unveil his budget proposal for 2015-16.

“Educating the next generation is fundamental to our collective well-being,” Brown said in his 23-minute address.

ACSA article:  Adult Education Consortia Continue To Grow Statewide

“We’re holding our breath to see what happens in January,” Bettar said of the governor’s upcoming release of his proposed budget. “Adult educators are very anxious if it’s going to happen, and if it will happen the way we want it to happen.

“AB 86 is not the panacea for adult education. It was not meant to be the magic wand to fix it. It just opened the conversation. … My hope is the Legislature and governor understand that AB 86 alone is not the vehicle to serve adults in the state. It is a means of communication to address our needs and close gaps.”
California Budget Project - Infographic on Budget Process

Understanding the process by which policymakers craft California’s state spending plan each year is important for staying engaged in the debate.

California's Budget Process - An 8 Step Guide

"May I have this dance?"

This Friday, January 9th, Governor Brown is expected to present his proposal for the 2015-16 budget.

The MOE - the Maintenance of Effort - Clause, which has been holding the K12 Adult School system up since flex broke it, ends June 30, 2015. 

Removing the MOE is like taking a cast off a broken leg.  What's underneath?  Something healed and solid, able to support the K12 Adult Education system?  Or an underfunded, broken system that will not be able to hold up its part of the new Regional Consortia delivery system?

Hit the "read more" link to learn more.

Brown's Budget proposal will be step one in finding out.

Step one because his proposal is just that - a proposal. 

Then begins the dance, a long and complex and public dance between the Governor and the Legislature, and us, the people... the people whose money is being spent... the people who elected the Governor and the Legislature to spend it wisely on ourselves.

Only at the end of the dance, scheduled for June 30th, 2015, will we know the actual status of K12 Adult Schools and Adult Education.

To take part in the dance, to do our part, we need information:

*  information about the dance - how the budget process works

* information about the purpose of the dance - using the people's money to care for the people

* information about the price of the dance - in both short and long terms.

Here is some information to help us do that:

 

Edsource article:  Brown: 65.7 Billion for Schools Next Year

“After years of underfunding and even borrowing from our local schools, the state now has significantly increased its financial support for education,” Brown said.

Brown did not offer specifics on next year’s education funding proposal, but those details will be revealed Friday when the governor is expected to unveil his budget proposal for 2015-16.

“Educating the next generation is fundamental to our collective well-being,” Brown said in his 23-minute address.

ACSA article:  Adult Education Consortia Continue To Grow Statewide

“We’re holding our breath to see what happens in January,” Bettar said of the governor’s upcoming release of his proposed budget. “Adult educators are very anxious if it’s going to happen, and if it will happen the way we want it to happen.

“AB 86 is not the panacea for adult education. It was not meant to be the magic wand to fix it. It just opened the conversation. … My hope is the Legislature and governor understand that AB 86 alone is not the vehicle to serve adults in the state. It is a means of communication to address our needs and close gaps.”
California Budget Project - Infographic on Budget Process

Understanding the process by which policymakers craft California’s state spending plan each year is important for staying engaged in the debate.

California's Budget Process - An 8 Step Guide